This volume examines teacher preparation programs that have successfully used a co-teaching model to improve the clinical experience for teacher candidates and to instill a disposition for equitable practice. Co-teaching in K–12 classrooms is a well-established practice, especially in inclusive settings, but it is far less common in teacher education programs. Blending research and practitioner voices, this book presents co-teaching as a viable and valuable framework that provides support for teacher candidates, allowing them to grow and learn through reciprocal relationships. Offering their experiences and perspectives, chapter authors share promising practices for centering equity in co-teaching situations.
Co-
T
eaching in Teacher Education
challenges teacher preparation programs to prepare educators to work together to support
all
students in today’s diverse classrooms.
Book Features:
● Utilizes an equity lens to examine how co-teaching can benefit both teacher education and practicing teachers.
● Describes how co-teaching is being used to elevate instruction in K–12 and higher education.
● Explores a wide variety of contexts in which co-teaching is being used to train teacher candidates and improve student learning, including traditional, alternative, and online programs and rural and urban settings.
● Provides an Equity Checklist to help educators examine equity considerations that arise throughout the co-teaching cycle (co-planning, co-instruction, co-assessment, and co-reflection).